Highly Adaptive Science Simulations for Accessible STEM Education

高度自适应的科学模拟，实现无障碍 STEM 教育

• 批准号: 1814220
• 负责人: Emily Moore
• 金额: $ 198.94万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-04-15 至 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814220&HistoricalAwards=false
• 关键词: Highly; Adaptive; Science; Simulations; Accessible

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This project will research, design, and develop adaptive accessibility features for interactive science simulations. The proposed research will lay the foundation that advances the accessibility of complex interactives for learning and contribute to solutions to address the significant disparity in science achievement between students with and without disabilities. The PhET Interactive Simulations project at the University of Colorado Boulder and collaborators at Georgia Tech, with expertise in accessible technology and design, will form the project team. The project team will conduct design-based implementation research, where adaptive accessibility features for interactive science simulations are developed through co-design with students with disabilities and their teachers. Students will include those with dyslexia, visual impairments or blindness, and students with intellectual and developmental disabilities, ranging from 5th grade through high school, and recent high school graduates. The adaptive accessibility features will be implemented within a set of PhET interactive science simulations, and allow students with disabilities to access the science simulations with alternative input devices (such as keyboards, switches, and sip-and-puff devices), alter the visual display of the simulations (changing color contrast, zoom and enlarge, and simplify), hear different auditory representations of the visual display (descriptions, sonification, and text-to-speech), and control the rate of simulated events. All features will be capable of being turned on or off and modified on-the-fly by teachers or students through a global control panel that includes curated feature sets, resulting in highly flexible, highly accessible, interactive learning resources. PhET simulations are widely used in US classrooms, evidence-based, aligned with standards, and highly engaging and effective learning resources. With the proposed highly adaptive features and supporting resources, teachers will be able to quickly adapt the PhET simulations to meet the needs of many students with disabilities, simplifying the task of creating differentiated learning opportunities for students and supporting students with disabilities to engage in collaborative learning - a foundational component of a high-quality STEM education - alongside their non-disabled peers. To research, design, and develop the adaptive features and investigate their use by students, project team members will co-teach in classrooms with students with disabilities and conduct co-design activities with students, where students engage in design thinking to help design and refine the adaptive features to meet identified accessibility needs (their own and those of their peers). In addition, interviews with individual students with and without disabilities will also be conducted, to test early prototypes of individual features, to later refine the layering of the many different features, and to ensure the presence of adaptive features does not negatively impact traditional use of the simulations. The proposed work also includes surveys of teachers and students and analysis of teacher use, to refine global control features, develop curated feature sets, and develop supporting teacher resources. The project will address key questions at the heart of educational design for students with diverse needs, including how to make adaptive features that support student achievement of specific learning goals. The project will use design-based implementation research, with significant co-designing with students with disabilities (including visual impairments, cognitive disabilities, or dyslexia), interviews, case studies, and classroom implementation to design and evaluate the accessibility features. This will inform new models and theories of learning with technology. The project will investigate: 1) How students engage with, use, and learn from adaptive accessibility features, 2) how adaptive accessibility features can be designed to layer harmoniously together in a learning resource, and 3) how to effectively support access to rich, dynamic feature controls and curated feature sets for intuitive classroom use by students and teachers. The project will produce 8 PhET simulations with adaptive accessibility features and supporting teacher resources. The foundational research knowledge will result in effective design and implementation of adaptive accessibility features through the analysis of student engagement, usability, and learning from accessible simulations. Additionally, the project will provide technical infrastructure, exemplars, and software for use by other STEM education technology developers. The project team will work together to create a deep understanding of how to design adaptive science simulations with practical, usable, effective accessibility, so that learners with diverse needs can advance their science content knowledge and participate in science practices alongside their peers. The work has great potential to transform STEM learning for students with disabilities and to make simulations more effective for all learners. Results will provide insight into the effectiveness of accessible simulation-based activities and their corresponding teacher materials in engaging students in science practices and learning in the classroom.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Discovery Research K-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具（RMTS）的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。该项目将研究，设计和开发用于交互式科学模拟的自适应可访问性功能。拟议的研究将奠定基础，以提高复杂互动的可访问性，以解决解决方案，以解决残疾学生和无残障学生之间的科学成就的显着差异。科罗拉多大学博尔德大学的PHET交互式仿真项目和佐治亚理工学院的合作者，具有可访问技术和设计方面的专业知识，将组成项目团队。该项目团队将进行基于设计的实施研究，在该研究中，通过与残疾学生及其老师共同设计进行交互式科学模拟的自适应可访问性功能。学生将包括患有阅读障碍，视觉障碍或失明的人，以及智力和发育障碍的学生，从5年级到高中，以及最近的高中毕业生。 The adaptive accessibility features will be implemented within a set of PhET interactive science simulations, and allow students with disabilities to access the science simulations with alternative input devices (such as keyboards, switches, and sip-and-puff devices), alter the visual display of the simulations (changing color contrast, zoom and enlarge, and simplify), hear different auditory representations of the visual display (descriptions, sonification, and text-to-speech), and control the rate模拟事件。所有功能都将能够通过包括策划功能集的全球控制面板打开或关闭，并通过教师或学生在正式地进行修改，从而获得高度灵活，高度访问，互动的学习资源。 PHET模拟在美国教室中广泛使用，循证基于循证，与标准保持一致，并具有高度吸引人和有效的学习资源。借助提出的高度适应性功能和支持资源，教师将能够快速调整PHET模拟，以满足许多残疾学生的需求，简化为学生提供差异化​​的学习机会的任务，并支持残疾学生参与协作学习 - 高品质STEM教育的基础成分 - 与他们无人入用的同伴一起。为了研究，设计和开发适应性功能并研究学生的使用，项目团队成员将与残疾学生共同讲课，并与学生进行共同设计的活动，在这些活动中，学生参与设计思维，以帮助设计和完善适应性功能，以满足确定的可访问性需求（他们自己的同伴和同伴）。此外，还将对有和没有残疾的个别学生进行访谈，以测试单个特征的早期原型，以后完善许多不同特征的分层，并确保自适应特征的存在不会对传统的模拟使用产生负面影响。拟议的工作还包括对教师和学生的调查以及对教师使用的分析，以完善全球控制功能，开发策划的功能集并开发支持教师资源。该项目将针对具有多种需求的学生的教育设计核心解决关键问题，包括如何制作自适应功能来支持学生实现特定学习目标的实现。该项目将使用基于设计的实施研究，并与残疾学生（包括视觉障碍，认知障碍或阅读障碍），访谈，案例研究和课堂实施来设计和评估可及性功能。这将为新的模型和技术理论提供信息。该项目将调查：1）学生如何与自适应可访问性功能进行互动，使用和学习，2）如何设计自适应可访问性功能，以在学习资源中和谐地融合在一起，以及3）如何有效地支持访问丰富的，动态的功能控制和精心策划的功能集，用于学生和老师的直觉课堂使用。该项目将生产具有自适应可访问性功能和支持教师资源的8个PHET模拟。基础研究知识将通过分析学生参与度，可用性和从可访问的模拟中学习，从而有效地设计和实施自适应可访问性功能。此外，该项目将提供其他STEM教育技术开发人员使用的技术基础架构，示例和软件。项目团队将共同努力，以深入了解如何使用实用，可用，有效的可访问性设计自适应科学模拟，以便具有多种需求的学习者可以提高其科学内容知识并与同龄人一起参与科学实践。这项工作具有改变残疾学生的STEM学习的巨大潜力，并使模拟对所有学习者都有更有效的效果。结果将提供有关基于模拟的活动的有效性及其相应的教师材料在课堂上参与科学实践和学习的有效性。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子评估来获得支持的，并具有更广泛的影响。

项目成果

Storytelling to Sensemaking: A Systematic Framework for Designing Auditory Description Display for Interactives

从讲故事到意义建构：设计交互式听觉描述显示的系统框架

• DOI: 10.1145/3313831.3376460
• 发表时间: 2020
• 期刊: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems
• 作者: Smith, Taliesin L.;Moore, Emily B.
• 通讯作者: Moore, Emily B.

Haptic paradigms for multimodal interactive simulations

多模态交互模拟的触觉范式

• 发表时间: 2021
• 期刊: Journal on technology and persons with disabilities
• 作者: Tennison, J. L.;Greenberg, J.;Moore, E. B.;& Gorlewicz, J. L.
• 通讯作者: & Gorlewicz, J. L.

A tangible manipulative for inclusive quadrilateral learning

包容性四边形学习的切实操作

• 发表时间: 2022
• 期刊: Journal on technology and persons with disabilities
• 作者: Lambert, S. G.

For one or for all?: survey of educator perceptions of web speech-based auditory description in science interactives

• DOI: 10.1145/3493612.3520456
• 发表时间: 2022-04
• 期刊: Proceedings of the 19th International Web for All Conference
• 作者: Brett L. Fiedler;Taliesin L. Smith;Jesse Greenberg;Emily B. Moore

Almost in Our Grasp: The (Slow) Digital Return of Multimodal Educational Resources

几乎就在我们的掌握之中：多模式教育资源的（缓慢）数字化回归

• 发表时间: 2023
• 期刊: Constructivist Foundations
• 影响因子: 2.3
• 作者: Abrahamson, Dor